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Jenson, J, de Castell, S., & Bryson, M. (2003). "Girl Talk":  Gender. equity, and identity discourses in a school-based computer culture.Women's Studies International Forum, 26(6), 561-573.

Bryson, M., Petrina, S., de Castell, S., & Braundy, M. (2003)."Conditions for Success"?" Sex-disaggregated analysis of performance and participation indicators in technology-intensive courses in B.C. secondary schools.Canadian Journal of Science, Mathematics and Technology, 3(2), 185-195.

de Castell, S., Bryson, M., & Jenson, J, (2002). Object lessons: Towards an educational theory of technology. First Monday.7(1).

de Castell, S. & Bryson, M. (1998). Dystopia, dysphoria, and difference: Re-tooling gendered play. In H. Jenkins and J. Cassells (Eds.) From Barbie to Mortal Combat: Girls and computer Games. Cambridge, MA: MIT Press.

Bryson, M. & de Castell, S. (1998). New technologies, gender, and the cultural ecology of primary schooling: Imagining teachers as Luddites in/deed. Educational Policy, 12(5), 542-567.

de Castell, S, & Bryson, M. (Eds.). (1998). Radical in<ter>ventions: Identity, politics, and difference/s in educational praxis. Albany, NY: SUNY Press.

de Castell. S. (1998). Libraries . Education Canada

Bryson, M. & de Castell, S. (1996). Learning to make a difference: Gender, new technologies, and in/equity. Mind, Culture and Activity, 2(1), 3-21.

Bryson, M., & de Castell, S. (1994). Telling tales out of school: Modernist, critical, and postmodern "true stories" about educational technologies. Journal of Educational Computing Research, 10(3), 199-221.

Bryson, M., & de Castell, S. (1995). A Chip on Her Shoulder? New technologies, gender, and in/equity.Women's Education, 11(3), 15-24.

Bryson, M., de Castell, S., & Haig-Brown, C., (1993). Gender equity/Gender treachery. Border/Lines, 28, 46-55.

Bryson, M., & de Castell, S. (1993). En/Gendering equity. Educational Theory, 43(4) 341-355.

 

2. Book

de Castell, S, & Bryson, M. (Eds.). (1997). Radical in<ter>ventions: Identity, politics, and difference/s in educational praxis. Albany, NY: SUNY Press.

 

3. Chapters

de Castell, S. & Bryson, M. (1998). Dystopia, dysphoria, and difference: Re-tooling gendered play. In H. Jenkins and J. Cassells (Eds.) From Barbie to Mortal Combat: Girls and computer Games. Cambridge, MA: MIT Press.

Bryson, M., & de Castell, S. (1998). Telling tales out of school: Modernist, critical, and postmodern "true stories" about educational computing. In M. Apple and H. Bromley (Eds.) Education/Technology/Power: Educational computing as a social practice. Albany, NY: SUNY Press.

de Castell, S., & Bryson, M. (1998). From the ridiculous to the sublime: On finding oneself in educational research. In W. Pinar (Ed.) Queer theory in education. Lawrence Erlbaum.

de Castell, S., & Bryson, M. (1998). "Don't ask, Don't tell:" Sexualities and their treatment in educational research. In W. Pinar (Ed.) Curriculum: Toward new identities for the field. New York: Garland Press.

de Castell, S., & Bryson, M. (1998). Identity, ethnography and the geopolitics of text. In J. Ristock & C. Taylor (Eds.) Sexualities and social action. Toronto: University of Toronto Press.

Bryson, M., & de Castell, S. (1995). Sexing the texts of educational computing. In J. Gaskell and J. Willinsky (Eds.), Gender in/forms curriculum (pp.21-42). New York, NY: Teachers College Press.


Bibliography on Gender and Technology

GenTech Research: Data Reports


Grad Course: Gender, Identity, and New Technologies

WebPage Authoring Tutorial: Step by Step from A to Z



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